依社會大眾之觀點，學術研究一直被視為一高自主性、高穩定性、與低工作壓力之職業，然而，隨者時代與學術教育體制之變遷，高工作滿意度似乎不再是學術研究工作之必然現象了，從事學術研究的學者甚至比其他產業員工有更為冗長的工作時數與更為沈重的工作壓力，也因此，大學院校教師「過勞死」之個案時有所聞。事實上，導致個案過勞死之原因與個人健康行為息息相關，而健康行為又與個人健康信念密不可分，所以為有效瞭解目前學術研究人員之健康議題，本研究即應用健康信念模式之概念為基礎，對學術研究人員健康信念、健康行為、與健康狀態作一整合性之探討。
本研究以大學院校教師為研究對象，針對全國43,050位大學院校教師以分層抽樣方式抽取4,000位作為研究樣本。資料收集方式採用問卷郵寄發放，問卷內容包含個人基本屬性、健康信念、健康行為、與健康狀態之調查。自2004年6月底至2004年9月初止，總共回收1,778份有效問卷，回收率佔44.45%。針對有效問卷所提供之資訊，本研究先行採用SPSS12.0進行描述性統計與基本假設檢定，之後應用AMOS4.0進行結構方程模式分析。
研究結果顯示，目前大專院校教師無論生理或心理健康狀態皆比同年齡層之族群衰弱。此外，藉由健康信念調查得知工作因素與健康信念的各個環節息息相關，無論對自覺疾病罹患性、疾病嚴重性、行動障礙、與行動效益，大學院校教師皆以工作為優先考量。再者，健康行為調查也發現學術研究人員雖然無不良之生活習性，例如抽煙、酗酒等，但是，以工作情況來看，平均每位大學院校教師於夜間十點後仍持續工作一個小時以上，並且每三位教師中就有一位沒有每週定期運動之習慣，此對個人健康狀態確實是一大傷害。另外，在結構方程模式中顯示學術研究人員之健康信念會影響健康行為，並進而影響健康狀態，正向的健康信念最終會促進個人之健康，反之，負向的健康信念卻會傷害個人之健康，所以學術研究人員健康信念、健康行為、與健康狀態三者間確實存在顯著之相關性。
總而言之，學術研究人員的健康狀態是急需改善之議題，而此責任則必須由學術研究者個人、相關教育單位、與相關衛生單位共同承擔。學術研究者個人應身體力行以努力改善自我之健康；教育單位則需正視學術研究族群的工作內容與實際負荷，研擬更為適切的教育學術體制；而衛生單位應當負起資訊傳播與觸媒之角色，以強化學術研究族群健康信念，並進而改善整體健康行為與健康狀態。

From the viewpoint of the public, academic work is relatively autonomous, stable, and stress-free as opposed to other professions. However, as the societal environment evolves, high satisfaction is no more an absolute consequence of academic work. Even in comparison to other professionals, the academics experienced longer working hours and heavier occupational stress; hence the events of “Karoshi” among university academics happened from time to time. Actually, the reason resulting in “Karoshi” has been proved related to health behavior, and the health behavior also has been proved associated with health belief. Following this concept, a study based upon “health belief model” was carried out to investigate the health belief, health behavior, and health status of university academics, respectively, and the possible relationships among the aforementioned health related concepts.
In total, 4,000 subjects were selected from among the 43,050 or so university academics nationwide based on stratified sampling approach. Data were collected through survey questionnaires which include personal demographics, health belief, health behavior, and health status information. From June through August 2004, 1,778 questionnaires returned with a response rate of 44.45%. SPSS was used for descriptive analysis and basic hypothesis test, and then the software package AMOS was used for structural equation modeling examination.
Compared to the general population with the same age, the health status of university academics was worse in both physical and psychological function. Further, it was found that the factor work significantly contributed to each component of health belief (i.e. perceived susceptibility, perceived seriousness, perceived barriers, and perceived benefits). In terms of health behavior, although the academics had no unhealthy habits (i.e. smoking or excessive drinking), the average working hour after 10 pm was more than one hour and one in three teachers didn’t take exercise regularly, which altogether are definitely harmful to health. The structural equation modeling showed that an academic’s health belief would influence his/her health behavior and then influence the health status indirectly. In other words, positive health belief will lead to healthy status in the long run, and negative health belief will conduce to unhealthy status.
To sum up, the issue on improving the health status of academics is on edge and the responsibility for taking this issue would be shouldered by teamwork— individuals, educational authorities, and public health agencies. An academic should try his/her best to improve the health; the educational authorities should assess the job loading on academic population from time to time and draw up a better educational system; and finally, the public health agency should play the role of information disseminator and catalyst for strengthening the health belief and then improving the health behavior and health status among the academics.

第一章 緒論
第一節 研究背景
第二節 研究動機
第三節 研究目的
第四節 名詞解釋
第五節 章節概述
第二章 文獻探討
第一節 健康信念模式
第二節 健康行為
第三節 健康狀態
第三章 研究方法
第一節 研究架構
第二節 研究假設
第三節 研究對象與抽樣設計
第四節 研究工具
第五節 操作型定義
第六節 統計方法
第四章 研究結果
第一節 健康信念、健康行為、與健康狀態之概述
第二節 不同個人基本屬性在健康信念程度上之差異
第三節 不同健康行為表現在健康信念程度上之差異
第四節 不同健康行為表現在健康狀態上之差異
第五節 結構方程模式之應用
第五章 研究討論與建議
第一節 研究討論
第二節 研究建議
第三節 研究限制
第四節 未來研究建議
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中文文獻
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